Knowledge Acquisition through Metaphors: Anticipation of Self Change at Transitions from Learning to Work

Times of biographical transitions - such as the transition from learning to work - have significantly increased in past decades. Clearly structured courses of life consisting of the hallmarks of primary education, integration into the work process and - possibly - the improvement of position and status over a lifetime of work, foundation of a family and retirement have been replaced by the necessity of lifelong development in both private and professional lives (Weinert 1998, 3ff., Hage & Powers 1992). Phases of work alternating with phases of learning, the request for permanent continuing education and frequently changing private partners and patchwork families are demanding tasks to master. Each critical life event (Filipp 1981) requires complex adaptation and orientation processes and a new definition of the relationship between self and environment.